Developing Rubrics To Encourage Student Self-Assessment & Improve Learning Outcomes
Are you sometimes frustrated with students who question your assessment of their performance? Do you wish they would be more active and engaged in self-evaluation and better understand what is required for academic excellence?
This webinar will help participants address the challenges of assessment and evaluation through the use of rubrics. Participants will discuss their current assessment techniques and measured outcomes. They will then look at how rubrics can help ensure students receive meaningful feedback and more easily improve their learning outcomes. We will also provide a theoretical framework using a revised version of Blooms Taxonomy to assist in the creation of rubrics. Participants will develop at least one rubric using this framework.
- Compare, contrast and evaluate currently used measures of student outcomes
- Identify the primary reason(s) for assessment
- Understand the basic multi-dimensional framework of a revised Blooms Taxonomy
- Apply Blooms Taxonomy to the principles of creating rubrics to measure learning
- Develop at least one rubric using Blooms Taxonomy as a framework
- 2-year & 4-year institutions
- Academic Affairs/Instruction
- Directors of Assessment
- Faculty (full and part-time)
- Department Chairs
- Instructional Coaches
- Graduate Teaching Assistants
- Education Classes/Majors
"The use of rubrics to assess student learning helps to create a more robust system of assessment as it provides meaningful feedback to students. This ensures that students receive the information they need to improve their learning outcomes and move ahead."
Dr. Casazza is a partner in the educational consulting firm of TRPP Associates. Prior to that, she was the Vice President of Academic Affairs at the Adler School of Professional Psychology and the Dean of the College of Arts and Sciences at National-Louis University. She has served as President of the National College Learning Center Association, President of the National Association for Developmental Education, and Co-Editor of the Learning Assistance Review. She was President of the Illinois Network of Women in Higher Education, an affiliate of ACE, and is a regular peer reviewer for the Higher Learning Commission.
She currently serves on the Editorial Boards for the Journal of Developmental Education and the Journal of the College Reading and Learning Association. Dr. Casazza is on the Board for Heartland Alliance for Human Rights and also chairs the Heartland Alliance International Board. Dr. Casazza was a Fulbright Senior Scholar to South Africa and was an invited scholar to the Kazakhstan-British Technical University in Kazakhstan. She received the Hunter R. Boylan Outstanding Research/Publication Award, is a Founding Fellow of the Council of Learning Assistance and Development Education Associations (CLADEA) and was named a Certification Trailblazer by the National Association for Developmental Education.
Dr. Casazza has published numerous articles and co-authored two books with Dr. Sharon Silverman: Learning Assistance and Developmental Education: A Guide for Effective Practice (1996), Jossey-Bass which is listed as "essential professional reading" on the CLADEA website, and Learning and Development (1999), Jossey-Bass. She also co-authored Access, Opportunity and Success: Keeping the Promise of Higher Education which was published in 2006 by Praeger. Her most recent publication is Dreaming Forward: Latino Voices Enhance the Mosaic (2015).
"Rubrics help students become more metacognitive by giving them a framework for looking at their own performance. When students use rubrics, they can determine specifically how to advance their learning. They also become active participants in the assessment process."
Dr. Silverman is a partner in the consulting firm of TRPP Associates. She is an educator and independent scholar with degrees in learning disabilities and educational psychology. She is the founder and former director of the Learning Assistance Center at Loyola University Chicago where she developed LEAP, an award-winning student access and retention program and a learning center at the Stritch School of Medicine. Dr. Silverman served on the Board of St. Augustine College in Chicago, the first bilingual institution of higher education in Illinois and is currently a Trustee on the Board of Spertus Institute of Jewish Learning and Leadership in Chicago
At Columbia College Chicago, Silverman helped develop The Learning Studio, an academic support center for students. At Harry S Truman College in Chicago, she worked with faculty and staff to develop a robust tutoring and tutor training program. Dr. Silverman also helped The Adler School of Psychology develop a Center for Learning and Teaching. She continues to be a mentor/reviewer for the Higher Learning Commission.
Internationally, Dr. Silverman was a Fulbright Scholar in South Africa and subsequently received a Fulbright Alumni Initiatives Award for a project, "Sharing Cultures" connecting students and teachers in a virtual learning community at Nelson Mandela Metropolitan University and Columbia College Chicago. Other awards include a Rotary University Scholar Grant to continue her work in South Africa and a Fulbright Senior Specialist Award at Suleyman Demeril University in Kazakhstan. She was an invited keynote speaker at the International Symposium on the Contributions of Psychology to Peace Research in Cyprus and an invited scholar at Kazakhstan-British Technical University in Almaty, Kazakhstan. As a co-founder of Crossing the Border, a not for profit organization that builds capacity in education and mental health, she co- presented a program on counseling competency and supervision in Cyprus and in Malaysia.
Dr. Silverman along with Dr. Martha Casazza co-authored the following publications: Learning Assistance and Developmental Education (Jossey-Bass, 1996) and Learning and Development: Making Connections to Enhance Teaching (Jossey-Bass, 1999), and Partners for Innovation in Teaching and Learning (iUniverse, 2005).
What is a live webinar?
A live webinar is an interactive online training. Participants can communicate with the presenter(s) during the event via a live chat feature.
What is an on-demand webinar and how do I get access?
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Is there a recording available? And how long is the recording good for?
Approximately one week after the conclusion of the live webinar, participants will receive a link to the recording which can be forwarded to all faculty and staff for viewing anytime, anywhere. The recording is a campus access license and is available for one year from the date of the live event.
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How much does a live webinar or on-demand training cost?
1 Training (Live Webinar or On-Demand Training) - $425 Unlimited connections, campus-wide access license to the recording for one year.
- 2 Trainings - $645 Unlimited connections, recording for one year (campus-wide access)
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What is your cancellation policy?
Below is a breakdown of our cancellation policy.
- 30 days prior: Full refund
- 14 days prior: $100 processing fee
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What are the benefits of online training?
Cost-Effective: No travel required. Online Training is an innovative way to provide your entire faculty and staff with a variety of professional development opportunities for one low price! The more you train the more you save, as the registration fee is per institution, not per person.
Easy: You will receive a detailed list of instructions via email. If you run into any problems, we're always here to help.
Practical: Our training sessions focus on the most critical and relevant issues facing educators today. Our primary goal is to provide participants with the information, training, and skills necessary to immediately implement positive change at their institutions.
Top-Notch Presenters: Our presenters are subject matter experts and recognized in their field.
Value Added: When you purchase an online training, you also receive a campus-wide access license to the recording for one year. Faculty and staff can access it as often as they like from any location.
Satisfaction Guaranteed: Our online training is 100% guaranteed. If you are not satisfied, we will give you a credit for a future webinar or on-demand training of your choice (of equal or lesser value).
How can we use these trainings?
- Live: Promote and attend a live webinar and debrief immediately following.
- Hybrid: Distribute the recording to all faculty and staff at the beginning of each month and plan a discussion session at the end of the month to determine how you will implement the strategies presented.
- On-Demand: Distribute the recording to faculty and staff so they can watch anytime, anywhere.
In-Service Training: Plan an in-service around a live webinar or schedule a day and time to show the recording in a lecture hall or large conference room and invite faculty and staff to brainstorm and discuss implications for your institution.
Online Faculty and Staff Learning Communities: Distribute the recording to faculty and staff so they can watch anytime, anywhere.
Staff Recognition: Develop a program around the webinar with monthly themes and recognize the staff members that implement the best idea related to the theme.
Team-Building: Utilize these trainings to develop cross-functional and cross-discipline teams to foster collegiality.
New Employee Training: Include the online training as part of your new employee training program to ensure consistency.
Implementation and Follow-Up: Use the guide and evaluation materials provided by Innovative Educators to plan, implement, and track your progress.